• structure of language including: 
• Phonology, Morphology, Syntax

• meaning of language
• Semantics

• social aspects of language
• Pragmatics

• impaired comprehension and/or use of spoken, written, and/or other symbol systems.
• may involve (1) form, (2) content,& (3) function in any combination
• all 5 interact at one time and affect one another
• Many children w/ learning disabilities have language disorders.

• implies a slow start, but will eventually catch up
• slow talkers
• silent type
• late bloomers 

• Culturally and linguistically diverse (CLD) backgrounds may significantly affect expressive communication
• fine in L1, but not L2
• referenced norms of American English
• cultural norms or expecatations of child

• Explicit: visible to the world (dress, language, food preferences, customs, lifestyle)
• Implicit: relatively invisible, shape the individual (child rearing practices, religious / spiritual beliefs, educational values, attitudes, values, gender preference) 

• diversity of cultures
• languages
• traditions
• religions
• values
• different people (racially, socioeconomically, ethnically) living & working together

• Chronological age: from the day one was born
• Developmental age: typical chronological age which children can perform given tasks - use age range
• neutralist: doesn't consider social norms & expectations
• normativist: value social norms & focus on functional consequences of language problems (some use both)

Red flags

for infants and toddlers

• lack of eye contact/gaze
• low frequency of vocalization
• significant late 1st word(18 mths or later)
• difficulty initiating interactions with age peers

• language comprehension
• always exceeds expressive 

• using language to talk about language
• language is a tool